joanbauer-authorstudy

In this Chapter, Hope asks Addie if she is going to vote for G.T. What do you think Addie's answer will be? Explain.

Vocabulary:

account (p 86)
Quaker (p 87)
oblique (p 89)
radiated (p 90)
revved (p 91)
potential (p 91)
humility (p 93)
peril (p 94)
stalwart (p 94)
Figurative Language: "Sid Vole's face contorted like he'd heard a violin play off key." (p 87)

"We need to spread like a virus." (p 90)

Reading Lesson Topics:

In this Chapter, the campaign efforts continue with a focus on Hope's growing friendship with Jillian. At this point, Hope has become actively involved in the campaign, has developed a close relationship with G.T., and has proved her waitressing abilities at the diner. As students read Chapter 10, they can focus on the people who have made Hope feel more comfortable in Mulhoney. The Responsibility Pie Chart allows students to consider the different characters, events, and actions that lead to developing friendships and comfort in an new place.
To complete the Responsibility Pie Chart students divide up the pie chart giving more space to the people who have had the greatest influence on Hope feeling at home and happy in Mulhoney. The teacher can model by thinking aloud or charting the characters and events that have affected Hope in a positive way.
Underneath the chart, the student must defend their choices using evidence from the text.

Closing Question: Looking at your chart, what is it that brings people closer together?

When Hope says she is a "zebra without stripes," she suggests that an important part of her is missing. What evidence in the text shows this?
Hope's statement about getting cheated on by a previous boyfriend suggests that she has trust issues. What things in the text have led to her trust issues?

Use your Responsibility Pie to write a thank you letter from Hope to the person who has helped her the most adjusting to life in Mulhoney.
Write a letter from Addie to G.T. explaining how feels about him running for office.